Last chapter, you learned how to write your conclusion and edit your whole column from top to bottom.
You now have every skill a column writer needs.
A topic. A stand. An outline. A title. Seven short paragraphs. An ethics check. An editing pass.
This chapter is where you use all of it — at once, in one sitting — and produce a complete column you can actually publish.
No more practicing one piece at a time.
This time, you write the whole thing.
| Part | Job | Length |
|---|---|---|
| TITLE | Clear, specific, interesting name for the column | 5–10 words |
| P1 Hook | One striking sentence that pulls the reader in | 1 sentence |
| P2 Problem | Who is affected + what happens to them + stand | 2–3 sentences |
| P3 Reason 1 | First reason the stand is correct | 1–2 sentences |
| P4 Evidence 1 | Specific proof for P3 | 1–2 sentences |
| P5 Reason 2 | Second reason — different angle from P3 | 1–2 sentences |
| P6 Evidence 2 | Specific proof for P5 | 1–2 sentences |
| P7 Conclusion | Restate stand + strongest impression + call to action | 2–3 sentences |
Here is a full sample column — title through P7 — written the way a real student journalist would write it.
By 12:10 PM, the canteen rice window at Mabuhay Elementary is already closed — and second recess doesn't end until 12:30.
About 200 students from the afternoon classes arrive at the canteen last. On most days, the rice and viand are already gone by the time they get there. They are left choosing between a few snacks or going hungry until dismissal. The school canteen should open a second serving window so that every student gets the chance to eat a proper meal.
Students who skip lunch because the canteen has no food left cannot focus during afternoon classes.
In a survey of 20 Grade 5 students, 14 said they felt sluggish during their first afternoon subject on days when they couldn't buy food from the canteen.
Students who cannot bring food from home have no backup option when the canteen sells out.
Three Grade 5 students told me they went without lunch last week because they don't bring baon and can't afford the P35 meal at the store near the gate.
No student should go hungry in the middle of a school day. Opening a second serving window costs no extra money — only a shift in how the canteen schedules its staff. The school administration should pilot this change starting next quarter.
When you finish P7, go through this checklist before editing anything. Any paragraph that fails any column — fix it before moving to the grammar check.
Fragment — missing subject or verb → fix it.
Comma splice — two sentences joined only by a comma → split them.
Subject-verb agreement — plural subject needs plural verb → fix it.
Vague words — many, soon, often, a lot, things, bad → replace with specific details.
Missing punctuation — period at the end of every sentence → add it.
Does any sentence attack a person instead of addressing an issue?
Is every fact something you can actually verify?
Does your column sound like someone who wants to solve a problem?
Do you write with confidence — no maybe, possibly, perhaps, I think, I feel?
Here's what real columnists know that most beginners don't. Confidence in writing doesn't come from feeling sure of yourself. It comes from having done the work. You filled in your outline. You gathered real evidence. You wrote short, specific paragraphs. You edited. That work is what gives you the right to write directly and confidently.
"I think maybe the school could possibly consider looking into the canteen situation."
"The school administration should open a second serving window — starting next quarter." One action. One deadline. No escape hatches.
Column writing rewards writers who cut — not writers who pad. Every sentence that doesn't add something should be removed. After finishing your column, ask yourself this question about every sentence: "If I cut this sentence, would the reader miss anything important?" If the answer is no — cut it. Short, tight writing is not lazy. It's confident. It says: "Every word here matters. I didn't include anything that doesn't."
A column written from a formula but with no real voice is forgettable. A column written with honesty, specificity, and your actual perspective — even with imperfect sentences — is worth reading.
Two activities: fix a weak column first, then write your own complete column.
| Paragraph | One job ✅ | 1–2 sentences ✅ | Specific details ✅ |
|---|---|---|---|
| Title | ☐ | ☐ | ☐ |
| P1 — Hook | ☐ | ☐ | ☐ |
| P2 — Problem + Stand | ☐ | ☐ | ☐ |
| P3 — Reason 1 | ☐ | ☐ | ☐ |
| P4 — Evidence 1 | ☐ | ☐ | ☐ |
| P5 — Reason 2 | ☐ | ☐ | ☐ |
| P6 — Evidence 2 | ☐ | ☐ | ☐ |
| P7 — Conclusion | ☐ | ☐ | ☐ |
| What to Check | Done ✅ | Try Again 🔄 |
|---|---|---|
| Title is 5–10 words, clear and specific | ☐ | ☐ |
| P1 is one sentence with a specific detail | ☐ | ☐ |
| P2 ends with my stand | ☐ | ☐ |
| P3 and P5 are different angles | ☐ | ☐ |
| P4 and P6 have no vague words | ☐ | ☐ |
| P7 ends with who, what, when | ☐ | ☐ |
| No fragment or comma splice in any paragraph | ☐ | ☐ |
| No sentence attacks a person — only an issue | ☐ | ☐ |
| One-sentence summary test: "This column argues that __ should __ because __." ✅ | ☐ | ☐ |
Answers will differ for each student. Use the rubric above or ask your teacher for help.
Each question tests a skill from a different chapter. Choose the correct answer.